Developing the Reflective Sports Coach: A study exploring the processes of reflective practice within a higher education coaching programme

Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization

“…However, if coaching courses provided a venue for coaches to reflect on their own perceptions, experiences, and decisions that they deemed important and significant to their learning, coaches may not resist these educational opportunities and may seek them out because of their integration with context-specific and real life experiences. Knowles, Gilbourne, Borrie, and Nevill (2001) found that reflective workshops helped university student-coaches take time to critically reflect on their practice, and that the coaches acknowledged that written reflection and peer discussions were important. However, outside of the courses, such reflection was rare because coaches did not necessarily know how to reflect (Knowles et al 2001).…”

“…Knowles, Gilbourne, Borrie, and Nevill (2001) found that reflective workshops helped university student-coaches take time to critically reflect on their practice, and that the coaches acknowledged that written reflection and peer discussions were important. However, outside of the courses, such reflection was rare because coaches did not necessarily know how to reflect (Knowles et al 2001). Therefore, courses in which facilitators display empathy and active listening skills, provide questions and topics on which to reflect, and give the time for coaches to reflect could be considered very useful learning situations (Knowles et al 2001).…”

“…However, outside of the courses, such reflection was rare because coaches did not necessarily know how to reflect (Knowles et al 2001). Therefore, courses in which facilitators display empathy and active listening skills, provide questions and topics on which to reflect, and give the time for coaches to reflect could be considered very useful learning situations (Knowles et al 2001). We suggest that the starting point for these reflections begin with the coaches' earliest memories in childhood, including their experiences with their families, at school, and in their sport participation.…”

Ethnographic engagement from within a Football in the Community programme at an English Premier League football club

“…Reflective practice plays a vital role in enabling professionals to learn and understand the impact of their actions. 49 Therefore, it is recommended that FitC programme managers and practitioners should continually seek to gather data from 'the field' and reflect on practice in order to learn from their applied work in the field and develop FitC programmes and initiatives accordingly.…”

Improving Teaching through Continuous Learning: The Inquiry Process John Wooden Used to Become Coach of the Century

“…Teacher and coach education programs would do well to create opportunities and learning experiences that foster the development of these life-long inquiry skills and capacities. For some helpful examples, see Knowles, Gilbourne, Borrie, and Nevill (2001); Knowles, Tyler, Gilbourne, and Eubank (2006); and Nelson and Cushion (2006).…”